1. Abreu, S. (2022). Possible (re)configurings of mathematics and mathematics education through drawing. Journal for Theoretical & Marginal Mathematics Education, 1(1), Article 0107. https://doi.org/10.5281/zenodo.7323390
2. Abreu, S., Alibek, A., Bowers, D. M., Drimalla, J., Herbel-Eisenmann, B., Moore, A. S., & Peralta, L. M. (2022). Myths of objectivity in mathematics education. In A. Lischka, J. Strayer, J. Lovett, R. S. Jones, & E. Dyer (Eds.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2155–2157). Middle Tennessee State University.
3. Andrade-Molina, M. (2021). Activism in mathematics education research: Stopping epistemicide by confronting and resisting modern forms of epistemic violence: A response to Aldo Parra. In D. Kollosche (Ed.), Exploring new ways to connect: Proceedings of the eleventh international mathematics education and society conference (Vol. 1, pp. 87–91). Tredition. https://doi.org/10.5281/zenodo.5482227
4. Andrews, E. E., Forber-Pratt, A. J., Mona, L. R., Lund, E. M., Pilarski, C. R., & Balter, R. (2019). #SaytheWord: A disability culture commentary on the erasure of “disability”. Rehabilitation Psychology, 64(2), 111.
5. Asante, M. K. (1990). Kemet, afrocentricity, and knowledge. Africa World Press.